This document discusses leveraging data to expand community engagement programs like Bonner Scholars on college campuses. It summarizes a study conducted at Stetson University that analyzed retention data to understand factors influencing whether students return after one semester or year. The study found that costs, engagement, academic preparation, and background all impacted retention. It suggests using this data to enhance existing programs and create new "Bonner-like" programs, with the goal of having 20% of students participating by 2027. Participants are then asked to discuss how they could conduct a similar study and expand community engagement opportunities on their own campuses.

1. LEVERAGING DATA
TO MAKE THE CASE
FOR MORE
“BONNER-LIKE”
PROGRAMS
Taylor Hibel, Assistant Director
CENTER FOR
@ stetsonu_cce
STETSON UNIV
ENGAGEMENT
COMMUNITY
ERSITY

2. Stetson Bonner + VISTA Alum
B.S. in Biology, M.A. in Educational
Leadership, Ed.D in Org Leadership (exp.
2025)
Passionate about wellbeing, access to
education, and healthy org cultures
Reading, planning adventures, and
spending quality time with loved ones
ABOUT ME

3. Topic Introduction
Learning Outcomes
Definition of Terms
Icebreaker + Whole Group
Discussion
Description of Stetson Context +
Study
Small Group Discussion to
Brainstorm Next Steps
Closing
OVERVIEW

4. Institutionalizing community
engagement + expanding access
to high-impact practices
Learn from 2023 Stetson
Institutional Research &
Effectiveness study
Think of how to use retention data
to create more Bonner-like
programs
TOPIC
OVERVIEW

5. Understand how to conduct
an analysis of FTIC retention
Develop a plan to use
retention data to create more
Bonner-like programs
LEARNING
OUTCOMES

6. “Bonner-like” - layering high-impact
practices
FTIC - First Time in College
Persistence - returning to institution after
one semester (fall to spring)
Retention - returning after one year (fall-
to-fall)
DEFINITION OF
TERMS

7. How does your campus view Bonner and community
engagement?
What are conversations about retention like on your
campus?
Do you think Bonner retention differs from general student
retention on your campus? Why or why not?
Think-Pair-Share:
Reflect on the following prompts before pairing up with a
neighbor to discuss your answers.
ICEBREAKER

8. As we think about institutionalizing
community engagement, what are some of
the existing structures, processes, and
people who support this work? Alternatively,
what structures, processes, and people make
this work challenging?
WHOLE
GROUP
DISCUSSION

9. Established 1883
4 year liberal arts, highly
residential
Bonner housed in CCE
under Student Affairs
Connection to ODI + RSL
STETSON
CONTEXT

10. First-Time, Full-Time, Fall Starts that Return in Third Term (Fall to
Fall)
Very similar year-to-year: 78 ± 2
Pre-Pandemic Dip into Pandemic Decline
Subgroup Observation to Predictive Modeling
RETENTION AT STETSON

11. Where did the idea of this study come from?
What were the study goals?
Where did the data come from?
How were persistence and retention modeled?
What were the results?
How was the analysis conducted?
What were the findings?
INTRO TO STUDY

14. Findings: Cost Hypotheses
Greater Unmet Need will reduce the probability of
persistence and retention (supported)
Higher Discount will increase the probability of persistence
and retention (supported)
Pell recipients will be less likely to persist and retain (not
supported)
Reflection: What is your perception of cost and financial
aid at your institution? How does cost/financial aid impact
your Bonner program?
GOING DEEPER

15. Findings: Academic Preparation Hypotheses
Stronger CI students overall have higher persistence and
retention (not significant)
More exam and transfer credits, and more registered hours to all
increase persistence (and thus increase retention) - supported
Entering degree program (significant)
All three academic success variables (1st term GPA, Earned
Hours, and Midterm F) are significant in the expected direction
Reflection: How do you view the relationship between Bonner
and academic preparation and academic support?
GOING DEEPER

16. Findings: Engagement
GOING DEEPER

17. Findings: Student Background
GOING DEEPER

18. Model includes all relevant variables indicated in
previous slides (academic preparation, cost,
engagement, and background)
Challenge is including persistence (addressed by
estimating Heckman sample selection Probit
model)
REGRESSION MODEL

19. RETENTION
PERSISTENCE

20. HOW DO WE USE
THIS DATA?

21. Social Entrepreneurship Program
WISE
Lettie-Pate Whitehead Scholars
Honors
Educating about Bonner on campus +
sharing our work
Goal: 20% of campus population in
“Bonner-like” programs by Fall 2027
LEVERAGING
DATA

22. Think-Pair-Share:
Reflect on the following prompts before pairing up
with a neighbor to discuss your answers.
What would it take to conduct a similar study on your
campus?
What programs might you enhance to make them
more “Bonner-like”?
What programs might you create?
What would it take to build out more “Bonner-like”
programs on your campus? (Think recruitment,
administration, connections, etc.)
WHAT NEXT?

23. QUESTIONS?
EMAIL: THIBEL@STETSON.EDU
CENTER FOR
@ stetsonu_cce
STETSON UNIV
ENGAGEMENT
COMMUNITY
ERSITY